STATE OF INDIANA 

Outline of tSDotnnsljijp 

Inatltute TOork 

1911^1012 



Isiued by the State Department 
of Public Inttmetion 



CHARLES A. GREATHOUSE 

State Saperinteadent of PobBc lutrnctioD 



E. G. BUNNELL 



STATE OF INDIANA 

OUTLINE 

OF 

TOWNSHIP INSTITUTE 
WORK 



Issued by the 
State Department of Public Instructiof: 



1911 



CHARLES A. GREATHOUSE 

State Superintendent Public Instruction 

E. G. BUNNELL 
Assistant Superintendent 



INDIANAPOLIS 

WM. B. EURFORD. PRINTER AND BINDER 

1911 



V 



<i> 



A 



-^ 



INTRODUCTION. 



THE TOWNSHIP INSTITUTE. 

The township institute costs the State of Indiana 
a large sum of money. Whether the State gets value 
received in return depends upon the 'attitude and 
Avorli of teachers and school officials. The institute 
has been a great factor in the improvement of our 
schools. It has done much to develop the teachers, 
both professionally and intellectually. Many of the 
foremost teachers of the State testify to the great 
l)art it has had in their gi'owth. 

The law contemplates that the township institute 
shall be a model school. This surely means that the 
very best school conditions shall exist. The program 
should be definite and the work thorough. The prac- 
tice of preparing and reading a paper concerning a 
subject should be discouraged. The teacher to whom 
a subject is assigned should present it in an intelligent 
manner. General discussions may properly follow 
this presentation of the subject. The usual school 
rules on punctuality and attendance should be en- 
forced. No teacher who shirks duty or whose at- 
tendance is short of the full day should receive pay. 

One of the most potent factors in the success of the 
institute is the township trustee. He should be pres- 
ent at every meeting. His presence is an encourage- 
ment to the teachers. In these meetings he gets at 
first hand the best possible knowledge of his teachers. 
He is also brought into close contact with the pur- 
poses of his teachers and with the needs of his schools. 

A township institute can not be a great success if 
the number of teachers is too small. For the best 
work the number should range from twelve to twenty- 



five. Small townships should arrange for joint meet- 
ings. An occasional joint meeting of all the townships 
in the county is a splendid thing. 

If not possible at every meeting, certainly several 
times during the year, provision should be made for 
real class work. In most localities a class of children 
can be provided and an actual model recitation given. 
If this is done with proper care, its value will be 
great, indeed. The reading circle studies furnish a 
splendid chance for model recitation work. The lead- 
er is the teacher, and the other members of the insti- 
tute as the class, gives an opportunity for fine results. 
Perhaps the very best reading circle work of the past 
year was done in this way. 

Part of every township institute session should be 
given to a discussion of county or township problems. 
In each program one period is left open that it may 
be used in this way. The county superintendent, trus- 
tee and principal should select the proper topics. 

Patrons should be encouraged to attend the meet- 
ings of the township institute. Much of the indiffer- 
ence to schools is due to ignorance of their methods 
and aims. The discussions in a good, live institute will 
instruct and enlighten patrons, as well as improve and 
inspire teachers. Patrons should be encouraged not 
only to attend, but also to participate in some of the 
discussions and occasionally to lead in the presenta- 
tion of some topic. Teachers may be greatly helped 
by getting the patrons' point of view. 

It is the purpose of this oiitline to be suggestive. 
It is hoped that it may be a lielp to every teacher. 



PRELIMINARY INSTITUTE. 



!);00a.m. 
*1. Opening Exercises. 

2. Roll Call. Response, a quotation from the 

Bible. 

9:15 a.m. 

3. History of Modern Education. Introduction. 

10 :00 A.M. 

4. The Teaching of Arithmetic. How to secure 

speed and accuracy in arithmetical operations. 

10 :30 A.M. 

Intermission. Program Committee arrange work 
for next institute. 

10 :45 A.M. 

5. The Teaching of Geography. Chapters I, II. 

III. 

11:30 A.M. 

6. The Teachers' Reading Circle Work for the 

Present Year. (The speaker should indicate 
the scope of the work in each book and point 
out some practical results that should be ac- 
complished. ) 

12 :00 M. 

Noon Intermission. 

1 :30 P.M. 

7. Address by the County Superintendent. 
Addresses by trustees present. 

2 :00 P.M. 

8. School Organization. Suggestions for the first 

day of school. 



2—27278 



2 :30 P.M. 

9. The Township Institute. Discussion of Intro- 
duction. Suggestions for the good of the in- 
stitute. 

3 :00 P.M. 

10. Evangeline. Point out the things to be em- 
phasized in presenting this poem to eighth 
j^ear pupils. 

3 :30 P.M. 

Query Box. See note, page 3S. 
Assignment of work for next institute. 

4 :00 P.M. 

Dismissal. 



*NoTE. — At each institute some one should be designated to conduct 
the opening exercises as a model exercise for opening school. It is recom- 
mended that much careful thought be given to this part of the program 
so that the work of the day may begin on a high plane. 



SECOND INSTITUTE. 



9:00 a.m. 

1. Opening Exercises. 

2. Roll Call. Response, a statement concernin^j; 

some cuiTent event of state or national im- 
portance. 

9 :15 A.M. 

3. Studies in History of Modern Education. Chap- 

ter II. 

10 ;00 A.M. 

4. Aritiimetic. Using institute as a class, conduct 

a model recitation in common fractious. 

10 :30 A.M. 

Intermission. Program Committee arrange work 
for next institute. 

10 :45 A.M. 

5. Tlie Teaching of Geography. Chapters IV and 

V. 

11:30 A.M. 

G. Selected subject. 

12 :00 M. 

Noon Intermission. 

1 :30 P.M. 

7. The Teaching of English. See suggestions. 

page 35. 

2 :00 P.M. 

8. The Great Stone Face. Point out the things to 

be emphasized in teaching this selection to 
eighth year pupils. 



2 :30 P.M. 

9. Public School Music. Discuss Introductiou to 
Music found in the Course of Study. Show 
how to teach time. 

3 :00 P.M. 

10. How to Build Up School Libraries. See page 

31. 

3 :30 P.M. 

11. Query Box. 

Assignment of work for next institute. 

4 :00 P.M. 

Dismissal. 



THIRD INSTITUTE. 



9:00 a.m. 

1. Opening Exercises. 

2. Roll Call. Response, a section from the Indiana 

School Laws. _ ^, 

9 :15 A.M. 

3. Studies in History of Modern Education. 

Chapter III. 

10 :00 A.M. 

4. The Indiana Course of Study in History. Dis- 

cussion. 

10 :30 A.M. 

Intermission. Program Committee arrange work 
for next institute. 

10 :45 A.M. 

5. The teaching of Geography. Chapters VI, VII, 

VIII. 

11 :30 A.M. 

6. Selected subject. 
12 :00 M. 

Noon Intermission. 

1 :30 P.M. 

7. Using institute as a class, show how to teach 

the inflection of verbs. 

2 :00 P.M. 
*8. The Young People's Reading Circle. History 
of Reading Circle Work in Indiana. 

2 :30 P.M. 

9. Legend of Sleepy Hollow. Point out the things 
to be emphasized in teaching this selection to 
eighth year pupils. 



3 :00 P.M. 

Agriculture in the Common Scliools. Discuss In- 
troduction and Outline in the State Course of 
Study. 

3 :30 P.M. 

Query Box. 

Assignment of worli for next institute. 

4 :00 P.M. 

Dismissal. 



*Copies of the History of the Indiana Reading Circle may be secured 
of E. G. Bunnell, State House, Indianapolis. 



10 



FOURTH INSTITUTE. 



(Parents' Day Meeting.) 
9:00 a.m. 

1. Opening Exercises. 

2. Roll Call. Response, a health rule. 

9 :15 A.M. 

3. History of Modern Education. Chapter IV. 

10 :00 A.M. 

4. Horatius at the Bridge. A model reading les- 

son, using the institute as a class. 

10 :30 A.M. 

Intermission. Program Committee arrange work 
for next institute. 

10 :45 A.M. 

5. The Teaching of Geography. Chapters IX, X. 

XI, XII. 

11 :30 A.M. 

6. Selected subject. 

12 :00 M. 

Noon Intermission. 

1:30 P.M. 

7. Relation of physical conditions and physical 

defects to the educational progress of children. 
Explain medical inspection law. 

2 :15 P.M. 

8. Assuming that the child has a physical, men- 

tal, moral and spiritual nature, point out how 
education may contribute to his proper de- 
velopment. In this work of education, what 
is the function of the school? Of the home? 
Of the church? Of the state? 

11 



2 :45 P.M. 

9. Short addresses by parents, school officials and 
teachers on the needs of the schools. 

3:15 p.m. 

10. Query Box. 

4 :00 P.M. 

Assignment of work for next institute. 
Dismissal. 



12 



FIFTH INSTITUTE. 



9 :00 A.M. 

1. Opening Exercises. 

2. Roll Call. Response, an answer to the ques- 

tion, What is the purpose of education? 

9:15 a.m. 

3. History of Modern Education. Chapter XIII. 

XIV, XV. 

10 :00 A.M. 

4. Using institute as a class, present a model reci- 

tation in mensuration. 

10:30 a.m. ■ 

5. Intermission. Program Committee arrange 

work for next institute. 

10 :45 A.M. 

6. The Teaching of (Teog^aphJ^ Chapter V. 

11 :30 A.M. 

7. Selected sub.iect. 

12 :00 M. 

Noon Intermission. 

1 :30 P.M. 

8. Symposium. With the institute in charge of 

the chairman, have a general discussion and 
conference concerning (a) what to do witli 
the defective children; (b) how to cure tardi- 
ness; (c) to what extent and under what 
conditions is corporal punishment permis- 
sible? 



3—27278 13 



2 :15 P.M. 

9. Point out the things that a pupil should know 
before being permitted to enter high school. 
To what extent should these tilings determine 
the character of work done in the grades? 

3 :00 P.M. 

10. Vision of Sir Launfal. Using the institute as 

a class, conduct a model recitation in read- 
ing this poem. 

3 :30 P.M. 

11. Query Box. 

4:00 P.M. 

12. Assignment of work for next institute. 
Dismissal. 



14 



SIXTH INSTITUTE. 



9:00 a.m. 

1. Opening Exercises. 

2. Roll Call. Response, a quotation from an In- 

diana author. 

9 :15 A.M. 

3. History of Modern Education. Chapter VI. 

10 :00 A.M. 

4. Using the institute as a class, conduct a model 

recitation on the administration of Andrew 
Johnson. Point out the advantages and dis- 
advantages of the topical method of teaching 
history; the question and answer method. 

10 :30 A.M. 

5. Intermission. Program Committee arrange 

work for next institute. 

10 :45 A.M. 

6. The Teaching of Geography. Chapters XVI, 

XVII, XVIII. 

11 :30 A.M. 

7. Selected subject. 

12 :00 M. 

Noon Intermission. 

1 :30 P.M. 

8. Drawing. What kind of work should be at- 

tempted in the district schools? 

2 :00 P.M. 

9. Merchant of Venice. (Lamb's Tales.) Point 

out the things to be emphasized in teaching 
this selection to eighth year pupils. 



15 



2 :45 P.M. 

10. The Panama Canal. Describe route, history 

of enterprise, progress of the worlc, probable 
influence in southern United States and on 
Pacific coast. What is the Canal Zone? 

3 :15 P.M. 

11. Query Box. 

3 :45 P.M. 

Assignnient of work for next institute. 
Dismissal. 



16 



SEVENTH INSTITUTE. 



9:00 a.m. 

1. Opeuiug Exercises. 

2. Roll Call. Response, a quotation from Tenny- 

son. 

:15 A.M. 

?>. History of Modern Education. Chapter VII. 

1U:C0 A.M. 

*4. The Indiana Plan for Licensing Teachers. 
Explain and discuss. 

TO :80 A.M. 

Intermission. 

10 :45 A.M. 

5. The Teaching of Geography. Chapters XIX. 

XX, XXT, XXII. 

11 :30 a.m. 

6. Selected subject. 

12:00 m. 

Noon Intermission. . • 

1 ;30 r.M. 

7. Explain what is meant by the following terms 

and expressions : apperception ; educational 
plateaus ; method ; formal discipline. 

2 :00 p.m. 

t8. Education for Blficiency. 

2 :30 r.M. 

to. Definition of The Cultivated Man. 



3 :00 P.M. 

10. Current JEvents. Discuss their significance. 
3 :30 P.M. 

11. Tlie Summer Vacation. Suggest good vacation 

plans for teachers and pupils. 



*Copie3 of booklet explaining Indiana licensing plan can be secured 
from the State Superintendent. 

tMaterial concerning topics 8 and 9 above will be found in a Riverside 
Monogram entitled, "Training for Efficiency," by. Chas. W. Eliot, pub- 
lished by Houghton-Mifflin Co. It is suggested that copies of this mon- 
ogram be procured for the use of persons who are to discuss the topics 
mentioned. 



IS 



STUDIES IN THE HISTORY OF MODERN 
EDUCATION. 



I. INTRODUCTION. 
Topics : 

Education defined. 

National ideals are expressed in the institutions of 
a race. 

Man's i-elation to the institutions of civilization. 

How institutions are determined as to character and 
extent. 

Some fundamental concepts defined, p. 15. 

History of education defined. 

The methods of study. 

The value of such study to the teacher. 

Give very brief statements concerning the educa- 
tional ideas of Comenius, Rousseau, Pestalozzi 
Herbart, Froebel and Mann. 

II. COMENIUS. 

Historical Setting: 
The Renaissance and the Reformation. 
The relation of the individual to the institution. 
Characterization of the seventeenth century. 
Empiricism and rationalism. 
Forerunners of Comenius. 

Important events in the life of Comenius. State 
briefly : 

1. The elementary school experiences, p. 30. 

2. The friendship of Alsted, p. 31. 

3. His experiences at Lissa, p. 32. 

4. His school at Saros Patak, p. 34. 
Characterization of Comenius as an educator. 
His writings. (Brief.) 

19 



Analysis of the Great Didactic, p. 38. (Brief.) 
His principles and his problems, pp. 40-43. 
His special method. 
Organization of the schools. 
Summary. 

John Locke's place in the history of education. 
Questions for Discussion: 

Explain the meaning of the term realism. 
How did the Thirty Years' War affect Comeuius? 
Why did Comenius fail to accomplish the reforms 
which he proposed? 

III. ROUSSEAU. 

Brief Statements Concerning Comenius and Lode. 
The spirit of the eighteenth century. 
The relation of the individual to the institution. 
Man's relation to nature. 
Important events in the life of Rousseau: 

1. Influence of his early training. 

2. His wanderings. 

3. The winning of the Academy prize. 

4. His experiences in Paris. 
Characterization of Rous.seau, p. 61. 

His subjective nature and his educational views, 

p. 62. 
Meaning of the "natural state." 
The Social Contract. 
The Emile. 

His educational doctrine. 
Study the quotations found on pp. 67-70. 
Summary. 

Questions for Discussion: 

State the social and political conditions in France 

at the time of Rousseau. 
Compare the European conditions of his time with 
those at the time of Comenius! (See chart p. 12.) 
What is a democratic education? 
The influence of France on American education, 
p. 182, 

20 



IV. PESTALOZZr. 

'J'opics: 

Influence of Conien.ius and Rousseau upon Pestalozz'- 

The caste system in Europe. 

Two aspects of the educational pi'oblem. 

The problem of Instruction, p. 74. 

Pestalozzi's environment. 

Pestalozzi's epitaph, an outline of his life. 

Important events in the life of Pestalnzzi : 

1. The home and school influences. 

2. The school at Neuhof. 

3. 'ihe Stanz experiences. 

4. The school at Burgdorf. 

Pestalozzi as a man and as an educator, p. 85. 

Leonard and Gertrude. 

How Gertrude Teaches Her Children. 

Morf's analysis, p. 87. 

Elementary education defined. 

The meaning of Anschaming. 

The laws of instruction, p. 91. 

Language, form, and number. 

A study of the quotations found on pp. 92-95. 

Summary. 

Questions for Discussion : 

Compare Pestalozzi's view of nature with the views 
held b-y Comenius and Rousseau. 

What is the relation of the child to his environ- 
ment ? 

V. HERB ART. 
Topics : 
The tendencies of the eighteenth century. 
Influence of Pestalozzi upon Herbart. 
Herbart's educational problem. 
Characterization of Herbart, p. 103. 
Important events in the life of Herbart : 

1 . The influence of his mother and his first 
teacher. 



21 



2. His relations to Fiolite. 

3. The Switzerland experiences. 

4. The school at Konigsberg. 

The two Herbartian tendencies, p. 109. 

The educational tendencies of the eighteenth cen- 
tury. 

Herbart's Educational Doctrine. 

Herbart's writings. 

Pedagogics as a science based on psychology and 
ethics. 

The aim of education. 

The ethical ideas. 

The soul defined. 

The process of mental life. 

The sources of our ideas. 

The aim of instruction. 

Herbart's doctrine of interest. 

Government vs. training. 

The work of the teacher. 

The course of study. 

The teaching process and the lesson plan. 

Summary. 

Questions for Discussion: 

Why did Herbart become a leader in education? 

Define pedagogy. 

What is the function of the teacher ? 

Give an illustration of synthetic teaching. 

How has Herbart influenced modern education? 

The influence of Germany on American education. 

VI. FROEBEL. 
Topics: 
How an educational system is evolved. 
The relation of philosophy to education. 
Froebel's place in the history of education. 
Froebel's environment. 
Important events in the life of Froebel : 



22 



1. Early home influences. 

2. His life as a forester. 

8. His relations to Pestalozzi. 

4. Founding of the kindergarten. 

5. The school at Alarienthal. 

Influences of Comenius and Bruno upon Froebel. 

The Education of Man. 

The meaning of the terms : law, unity, God. 

Education as defined by Froebel. 

His educational doctrine, pp. 138, 142. 

Play as a factor in education. 

The divine unity. 

Summary. 

Questions for Discussion: 

What advantage would result if education could be 
placed on a scientific basis? 

In what way did the work of Froebel complement 
that of Pestalozzi ? 

What is the meaning of inner connections? 

What is the fundamental principle of the kinder- 
garten ? 

What is the difference between play and work? 

VII. HORACE MANN. 

Toincs : 

The American Educational Renaissance. 

The first care of rhe early colonist>^ was to make 

provision for schools. 
Class lines were closely drawn in the colonies. 
The school conditions, p. 149. 
Mann's place in the history of education. 
Important events in the life of Horace Mann : 

3. His life at Brown T'niversity. 

2. The reading of C6mbe"s Constitution of 

Man. 

3. Secretary of the State Board of Eduoatioii. 

4. President of Antioch College. 



23 



Henry Banunxl, the coadjutor of Maun. 
Mann's place as au educator. 
Analysis of his annual reports, pp. 162-167. 
. Study the questions found on pp. 169, 173. 
Summary of his work and influence. 

Questions for Discussion: 
Characterize Mann as an educator. 
Compare the early life of Mann with Froebel's. 
What reforms did Mann inaugurate? 
In what way has Mann influenced education ? 

VIII. EUROPEAN INFLUENCES ON EDUCATION 

IN AMERICA. 
Topics: 

The principles of origin and adaptation. 

The four ways in which the movement away from 
authority towards individual freedom is ex- 
pressed, p. 177. 

Outline of American educational history. 

How foreign influences affect a country. 

The influence of Comenius, p. 181. 

French influences, p. 182. 

German influences. 

Cousin's Report. 

The New Harmony Movement. 

The Oswego Normal School. 

The Kindergarten in America.. 

The influence of Herbart on education in America. 

The colonial colleges, p. 192. 

Secondary education in the United States, p. 197. 

The origin of normal schools. 

Question for Discussion: 
Trace the development of the kindergarten in the 
United States. In your own state. 



THE TEACHING OF GEOGRAPHY. 



The Nature and Fedagoyk-al Phases of (Geography. 
Chapters I, II, III. 

1. The changed attitude toward Geography. 

2. A comprehensive treatment must include the 

considerations of 

a. The physiographic processes that have fash- 

ioned and given character to the earth. 

b. The earth conditions as they obtain in vari- 

ous regions. 

c. The life which the regions support. Pages 

22-23. 

3. Geography is a study of relationships. Pages 

24-25. 

4. Comparison of the "old" and "new" Geography. 

Pages 27-28. 

5. A brief study of Geographic Controls. Pages 

29-34. 

a. Temperature. 

b. Moisture. 

c. Soils and rocks. 

d. The atmosphere. 

e. Organic controls. 

f. Topographic and barrier controls. 

g. Human and social controls. 

6. Summary and definitions of terms "control" 

and "response." Pages 35-36. 

7. The pedagogical phases of geographical study. 

a. Observational geography. Nature-study. 

Pages 39-42. 

b. Representative geography. Educative value 

of expression. Pages 42-44. 

25 



c. Descriptive geography. Pages 44-46. 

d. Eational geography ; meaning of and im- 

portance. Pages 46-48. 

e. Social phase of geography. 

II. 

Relationships of Geography to Other Subjects of the 
Curricidicm. Chapters IV, V. 

1. The many-sidedness of geograpliy. Pages 52-53. 

2. Relation of geography to other sciences. 

a. Geology. 

b. Meteorology. 

c. Physical sciences. 

d. Biological sciences. 

e. Agriculture. Pages 53-58. 

f. An illustration. Page 60. 

3. Eelation of geography to history. 

a. Geography is the physical basis of history. 

Page 64. 

b. The geographic influence on New England's 

history. Pages 65-72. 

c. A case of geographic influence in Illinois. 

Pages 72-78. 

III. 

Geographi/ and Life. Chapters VI, VII, VIII. 

1. A discussion nf the aims of geographical study. 

Leading scholars quoted. Pages 80-86. 

2. Geography in the light of adjustment to en- 

vironment. 

a. Place adjustment. Pages 87-89. 

b. Economic adjustment. Pages 89-90. 

c. Political adjustment. Page 91. 

3. The introductory versus the correlative value of 

geography. Pages 91-92. 

4. The practical and cultural values of geography. 

Pages 92-93. 



26 



5. A distinction between the terms "liumnn" and 
"social" as applied to geography. Pages 
95-96. 

G. A discussion of the human element in geography. 
Illustrations. Pages 96-100. 

7. The social phase of geography. Pages 100-106. 

8. How geography contributes to the efficiency of 

citizenship. Pages 105-106. 

9. A contrast of life conditions in 

a. The tropics. 

b. The Arctic region. Pages 111-113. 

10. The Spencerian view of life. Page 114. 

11. The meaning of civilization. Pages 114-115. 

12. Localization of industries. Page 115. 

13. Physiographic influence on industrial history. 

a. Principles stated. Page 116. 

b. Concrete case. ■ Page 117. 

14. Geographic influence on political history. Ex- 

amples : 

a. England. Pages 117-118. 

b. Illinois. Pages 118-119. 

15. Geography should develop national thinking. 

Pages 120-122. 

IV. 

The Teacher and His Method. Chapters IX, X, XI, 
XII. 

1. A good preparation for teaching geography re- 

quires broad scholarship. 

2. What is geographic? Page 126. 

3. Fundamental conceptions. 

a. Diastrophism briefly discussed. Page 128. 

b. Illustration. Pages 128-129. 

c. Vulcanism discussed. Page 130. 

d. Gradation and the cycle. Pages 131-132. 

e. Generalizations constitute a good test of 

one's grasp of geography. Page 132. 

4. A good preparation includes the ability to in- 

terpret geographical features. Pages 132-133, 



27 



5. A good preparation must include a knowledge of 

books, maps, helps and apparatus. Pages 
134-135. 

6. What determines logical method? Page 188. 

7. Theses relative to improved method. Page 138. 

8. The value of problems. Page 140. 
a. A problem solved. Pages 140-143. 

9. The inductive lesson in geography. Pages 

145-155. 
10. The deductive lesson. Pages 156-158. 



The Organization of Geographic Materials. Chapters 
XIII, XIV, XV. 

1. A proper unit of subject-matter helps in organ- 

ization. 

2. What is a physiographic region? Advantages 

of the regional unit. Pages 160-164. 

3. Weakness of the "old" geography. 

4. The "new" geography has a strong causal ele- 

ment. Page 167. 

5. Significance is a result of organization and re- 

lation of materials. Pages 169-171. 

6. Teachers should appreciate the fact that books 

are brief compendiums. 

7. Poor assignments are responsible for poor re- 

sults. Pages 173-174. 

8. Characteristics of a good assignment. Pages 

174-175. 

9. Illustration of a wise use of the text. Pages 

175-178. 
10. Further discussion of the use of texts. Pages 
180-181. 

VI. 

The Educative Value and Vitalizing Effect of Current 
Literature, Government Puhlications, Pictures, Illus- 
trative Materials and the School Excursion. Chap- 
ters XVI, XVII, XVIII. 

28 



1. Why magazine articles and official reports aro 

valuable in teaching geography. 

a. They are excellent supplements to the text. 

Page 184. 

b. They contain up to date materials. 

c. Their illustrations are helpful. Page 185. 

Page 197. 

d. They deal largely with social conditions. 

Page 186. 
f. Illustrations and suggestions relative to the 
selection of materials. Pages 187-191. 

2. The value of pictures. 

a. Discussion. Pages 192-195. 

b. Their use illustrated. Pages 195-196. 

c. The use of government reports illustrated. 

d. Stereographs, their value and use. Pages 

199-200. 

3. The school museum. 

a. Suggestion on collecting materials. Page 204. 

b. Available and useful materials. Pages 

205-206. 

4. The industrial excursion. 

a. Its value. Page 209. 

b. Study the industries that satisfy needs. 

Pages 209-210. 

5. The field excursion. 

a. Practical suggestions. Pages 211-213. 

b. What to study on the field trip. Pages 

213-214. 

VII. 

Helpful Materials and Exercises, Together with Hints 
and Siiggestions Relative to tJie Placing of Em- 
phasis. Chapters XIX, XX, XXI, XXII. 
1. How to make simple apparatus. 

a. Suggested projects. Pages 217-221. 

b. Exercises and experiments. Pages 223-224. 



29 



2. Suggestions on weather study. 

a. Exercises for pupils. Pages 227-228. 

b. Convection currents in air and water. 

229-230. 

c. Weather records of various Ifinds. Pages 

230-232. 

3. Maps. 

a. Their value. 

b. Tests of a good map. Pjiges 236-237. 

c. Kinds of maps. 

d. Suggestions on map drawing. Pages 238-239. 

e. Government maps. Illustrations of how to 

use. Pages 239-243. 

f. How to use the school atlas. Pages 244-245. 

g. Graphing — simple suggestions. Pages 248-250. 
h. Models that pupils can make. Pages 253-260. 

4. Suggestions on the study of soils. Pages 261-272. 

5. The emphasis of essentials in teaching Geogra- 

phy. 

a. Pronunciation of common names. Spelling. 

b. Definitions that are useful. Illustrations. 

c. Give some attention to meaning of names. 

Illustrations. 

d. In general geographic facts and relationships 

do not need to be reduced to formal state- 
ments. 

6. Illustration of useful functional geographic 

material. 

7. Summary of desirable results in the study of a 

continent. 



30 



HOW TO OBTAIN MONEY FOR SCHOOL 
LIBRARIES. 



iJY Superintendent A. C. Payne. 

The first and most fundamental requisite for sue, ess 
ful effort in securing money for a school library is un- 
questioned faith on the part of the public in the hon- 
esty and sincerity of the teacher or superintendent 
who promotes the library movement. If he possess 
these qualities and is tactful and industrious, there is 
scai'cely any limit to which the average community 
will not go in the support of any legitinjate effort to 
supply its boys and girls with adequate library facili- 
ties for reference work and general culture. 

To obtain the confidence of the community in a li- 
brary movement is not difficult. Tlirough the press, 
through the pulpit, through mass' meetings of the citi- 
zens — through any means of communication let it be 
known to the citizenship that all receipts and expendi- 
tures of library funds will be audited by a committee 
of three of the best known and most trusted men of 
the community, that the report of the committee will 
be printed in the newspapers, and that copies of this 
printed report will be posted in all public places, such 
as stores, halls, lodge rooms, etc. This will make the 
way easy for the employment of the first means to be 
suggested, namely the raising of money by general sub- 
scription. 

When the community has been acquainted with its 
library needs and the plan for meeting these needs, 
it is time to begin the canvass for subscriptions. Those 
who make the canvass should carry several subscrip- 
tion lists so that it will always be possible to present 



31 



the right list to the right man. For example, it is 
poor policy to present a list that contains nearly all 
twenty-five to fifty cent contributions to a man who 
could and would give ten times either amount if he 
had been presented a list containing only two to ten 
dollar subscriptions. The canvassers should be frank, 
earnest, and tactful. It is well to promise everyone 
solicited that he will not again be asked to make a 
subscription to a library fund while the present in- 
cumbent has his position. The solicitor can well af- 
ford to do this, for he will usually be able to give the 
library movement such an impetus that the community 
will, of its own accord, devise ways and means for 
keeping the library interests advancing. 

A second means to employ is the observance of "La- 
bor Day." Announce in different ways (so that all of 
the community may know what is to be done) that on 
a certain day all of the school (teachers included) will 
work at any honorable employment and turn the en- 
tire proceeds of their day's labor into the library 
fund. It is well to have a distinct understanding that 
all of the money obtained from the day's labor be 
turned into the library fund, for frequently philan- 
thropic persons will, in addition to paying the pupil 
generously for his day's service, give a sum even 
greater than that which he has earned. Unless there 
is a definite understanding between teacher and pu- 
pil, the latter may be inclined, in such cases, to keep 
the sum which he receives for his day's labor and turn 
the amount given him into the library fund. In some 
schools "Labor Day" is an annual occurrence. In- 
deed, in all schools in which the day counts for most, 
the day is called a regular part of the school calen- 
dar. In a high school of one hundred to one hundred 
and twenty in enrollment, the amount obtained gen- 
erally has been from eighty to one hundred and twen- 
ty-two dollars, the last named sum being the greatest 
reported to the State Department. 

Another means that may be profitably employed is 



32 



the sale of the high school texts by the school. lu a 
high school of one hundred to one hundred and twenty 
enrolled the amount obtained will range from forty to 
sixty-flve dollars. 

A fourth means that may be employed to raise 
funds for the library is the commencement exercise. 
If the class has been accustomed to having a speaker 
and an orchestra, paid for out of the proceeds of the 
commencement exercises, a neat sum may be saved 
for the library by the change to a home-made com- 
mencement. Twenty to sixty dollars is the amount 
that may be secured by this means. 

If there is a Domestic Science department in the 
school, a market or bazar given by the students of this 
department is always a paying venture. There is not 
a community in the state that will refuse to buy all 
the eatables that the girls of a Domestic Science class 
prepare with their own hands. In towns of sixteen 
hundred inhabitants from fifteen to fifty dollars have 
been cleared by the cooking classes alone in less than 
a half day. 

Oratorical contests in which there are two or more 
primaries to choose a representative for one school 
against another school may be the source of consid- 
erable revenue. These primaries often bring from six 
to eighteen dollars, provided that the school has its 
own hall in which to hold the contests. Contests with 
other schools have sometimes netted more than ninety 
dollars. 

Mock trials in which the teacher or superintendent 
is tried for some alleged wrong doing are most profit- 
able means for increasing the library fund. In one 
small town the principal of the high school brought 
suit against the man for whom he worked on "Labor 
Day,'' claiming that because of being shifted from 
comparatively easy work in the morning to very diffi- 
cult work in the afternoon the wages paid him were 
not a fair compensation for his service. The town 
hall was packed to hear the suit. Forty-two dollars 



33 



were cleared for the library fund by cnarging only 
ten cents admission fee. 

In one town of this state nearly thirteen hundred 
dollars have been raised for library purposes by em- 
ploying the means that have been set forth. This 
money has been gotten in less than three years in a 
town of sixteen hundred inhabitants. It is hoped to 
make the amount fourteen hundred dollars by the 
close of the present school year. And the best part 
of it is that this money has all been gotten without 
an hour's time being taken from the regular school 
work. 

Note. — All the things suggested in this article have 
actually been accomplished in the town of Mooresville. 



34 



THE TEACHING OF ENGLISH. 



To be discussed and elaborated in institute. True 
expression is self expression. 

Principle: Children learn their language in the 
same way as adults, viz., by imitation and conscious 
effort. 

Children in the first five or six grades acquire their 
language forms mainly by imitating other persons with 
whom they come into personal contact, and they learn 
both unconsciously and consciously. 

It is exceedingly important, therefore, that the 
teacher's language be of the best in forms, range of 
■s'ocabulary and diction. The teacher's first means of 
increasing the child's vocabulary in the grades is to 
use a good vocabulary in her class room work. Teach- 
ers all too frequently err in "talking down" to children. 
If the teacher uses a word (or a larger xmit) that 
expresses her meaning well, the context meaning and 
the fitness of the expression will usually appeal more 
strongly to the child than a less accurate and weaker 
one. A child in any grade, for example, will easily 
prefer the expression chlorophyll to "leaf-green," 
rid to "get shut of," peculiar or odd, or strange, to 
"funny." 

There should be a hearty agreement between teacher 
and pupils that she is to co-operate with them in their 
learning of language. The teacher must then insist 
that pupils use correct forms of words ; she must aid 
them in the selection of words as occasion arises. The 
earlier the child is led to use sensible care the better. 
The common errors in the community in the use of 
language forms should be listed and teachers, by con- 
certed action where there are two or more teachers in 



a school, should lead the pupils to rid themselves of 
those expressions. For this purpose many devices will 
occur to the mind of the inventive .teacher. But the 
greatest service that the teacher can render to the 
pupil, ultimately, is to develop in him a determination 
to improve and develop his use of English. The cul- 
ture in the use of English that is to be effective 
through life must be self-culture. The word of the 
teacher at bottom is to inspire and guide. 

In the grammar grades the principle applies the 
same way as in the lower grades, except that the 
range of imitative models should become broader ; the 
pupil should develop more initiative and assume 
greater personal responsibility in the improvement and 
development of his language. 

COMPOSITION WORK. 

Requirements: A genuine motive; a topic of felt 
worth; clearness and richness of thought; opportunity 
for expression, with judicious guidance, frank, whole- 
some, sympathetic criticism and genuine interest in 
corrections and improvement. 

Few special opportunities for composition work need 
be planned. The regular work should furnish the best 
of content and motive and the most natural oppor- 
tunity. There is hardly a need for giving composition 
work a special time on the program. If a pupil has 
carefully thought through a point or topic in history, 
to illustrate, opportunity to report or sum up in a dis- 
course, either written or oral, is good history work ; 
the better his discourse, the better his history work, 
and at the same time he can have no better oppor- 
tunity for drill and instruction in the production of 
discourse in composition work. Arrangement should 
be made, as far as possible, for a large amount of oral 
discourse, under the eye of the teacher. (How many 
minutes a day do you suppose your pupils average in 
talking under your direction or guidance?) If the 
pupil is to learn to write well he must, in general. 



learn to talk -well. Talking slioukl receive more time 
than writing in the instruction of children. Man was 
oral in his expression so long before he used written 
language that the impulse to write his discourse is not 
naturally strong in the child. He sees little real need 
for writing down his thought. The child must, there- 
fore, develop gradually in his writing. But he must 
develop. 

INCENTIVES TO THE PUPIL, TO IMPROVE HIS LANGUAGE. 

1. Implicit faith in the judgment of his elders that 
he should learn to use language well. 

2. A just pride in the correct and effective use of 
language. 

3. A desire to reproduce his experience through 
language. 

4. A test of the character of his thought. 

5. The reflex effect of one's language on his 
thought. (One of the strongest reasons for the use of 
the best of language.) 

6. The desire to reproduce one's experience effect- 
ively in another. 

SOME WAYS IN WHICH THE TEACHER CAN" AID. 

1. By leading to sincerity of purpose in speaking 
and writing. 

2. By leading to clearness and richness in thinking'. 

3. By securing opportunity and proper conditions 
for expression. 

4. By inspiring and encouraging worthy effort. 

5. By care in criticism and coiTections. 

G. By developing in the pupil a knowledge of the 
way and the factors that secure good expression. 



37 



THE QUERY BOX. 



The query box slioukl be made an interesting and 
helpful feature of the work in every institute. 

Questions should rehite to some phase of school 
Avork, current events, or to some difficult point in liter- 
ature, history, mathematics or science. The chairman 
should ignore all trivial or irrelevant questions, or 
questions of a personally impertinent character. 

To secure the most satisfactory results from this 
part of the program the following plan is recommend- 
ed : At the first institute and at each succeeding in- 
stitute require each teacher to hand in a question fcr 
the query box. Have the questions read in order that 
teachers may cojiy them. Postpone the discussion till 
the next institute. Teachers will thus have a month 
in which to give the questions proper consideration. 
Occasionally a question will be of such" a character as 
to require considerable reading or investigation. In 
such cases it may be advisable to make the question a 
special assignment to some individual member of the 
institute. 



INDIANA YOUNG PEOPLE'S READING 
CIRCLE BOOKS. 



READ THE FOLx^OWIXG CONDITIONS: 

1. The Mailing Price must be sent for all orders amounting *o less than 
$3.00, and for all orders to be sent where there is no express office 

2. Give name of express oitice to which you wish books sent. If you 
liave no express office in yo ir town, please state name of town and office 
to which you wish books sent. Also state in what county books are to 
be used. 

3. These books will be sent, transportation prepaid, on receipt of prices 
given below. 

4. Money to be sent by Draft, Money Order, or Registered Letter. 



By Ex- 
press or 
Freight. 



SECJXD GRADE. 

Circus Reuler 

Around The World— Book II 

Old Fashioned Fairy Tales 

Land of Really True _ 

THIRD GRADE. 

Fifty Famous Stories Re:oLl 

Stories of The Bible 

Sleepy Time Stories 

S-nshine Annie 

FOURTH AND ri?TH GRADES. 

Home Life in All Lands 

Grandpa's Little Girl 

Quicksilver Sue 

Tan and Teckle 

FIFTH AXD SIXTH GRADES. 

Panama and The Canal 

John of The Woods 

Six Girls Growing Older 

Daniel Boone and The Wilderness Road 

SEVENTH AXD EIGHTH GRADES. 

Jock of The Bush veld 

Stories of Authors 

Anne of Green Gables 

College Years. . 

Total 



SO 32 
33 
35 
53 



SO 37 
35 
40 



All orders for books should be sent to J. Walter Dunn, 534 American 
Central Life Building, Indianapolis, Ind. 
If list price were paid for these twenty books they would cost $19.43. 



39 



LIBRARY OF CONGRES! 



019 747 965 6 



